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While the technological-bureaucratic transformation of modern tertiary education has been gathering steam over the last two decades, critical responses to it have been hampered by a near total lack of a principled philosophical orientation and clear-sighted reflection on the essence of education and higher education in particular. By drawing on the works of Husserl, Heidegger, Castoriadis and Henry, I develop a philosophical argument against the current technological and bureaucratic en-framing and denaturing of Higher Education. Starting from Husserl, I offer a phenomenological sketch of the essence of education and tertiary education in particular. By applying Heidegger's critique of technology to the current Tertiary Education Industry, I show that there is a real danger that current trends undermine genuine or authentic Higher Education, which, in the words of Henry, may very well usher in a new "barbarism." In the last section of the paper I discuss possible ways to combat this potential self-destruction of Higher Education in our age.

Item Type:	Non Refereed Conference Paper
Research Division:	Education
Research Group:	Education policy, sociology and philosophy
Research Field:	History and philosophy of education
Objective Division:	Expanding Knowledge
Objective Group:	Expanding knowledge
Objective Field:	Expanding knowledge in philosophy and religious studies
UTAS Author:	Farin, Ingo (Dr Ingo Farin)
ID Code:	85870
Year Published:	2013
Deposited By:	School of Humanities
Deposited On:	2013-08-12
Last Modified:	2014-02-26
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